Bachelor of Education (Primary)

Learning outcomes

At the completion of the Bachelor of Education (Primary), graduates will be able to: 

• show advanced knowledge, skills and capabilities relevant to their specialisation and discipline(s)
• use their broad and coherent knowledge of Primary School content areas within the relevant curriculum context to critically review theory and practice
• show initiative and judgement to plan for, and implement, effective teaching and learning in diverse contexts with the capacity to impact student learning
• adapt research-led knowledge and skills to critically analyse and evaluate information from a variety of sources to make informed judgements, and share skills and ideas with others with intellectual independence
• assess, provide feedback and report on student learning using clear and coherent communication with the ability to critically analyse, consolidate and synthesise assessment information
• take responsibility and accountability for own learning to identify, engage in and apply professional learning, individually and in collaboration with others
• show highly effective communication skills, including engage professionally with colleagues, families and children to present clear, creative and independent decision making
• create and maintain supportive, safe and inclusive learning environments including the creative integration of digital technologies to enhance student learning
• develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches appropriate for diverse learners in varied contexts, including Aboriginal and Torres Strait Islander peoples, and their histories, languages and cultures

Career opportunities

Graduates with a Bachelor of Education (Primary) will be specialised in the education and development of young children from five to 12 years of age. They will be qualified to undertake teaching positions in primary schools.

Professional recognition

This course meets the academic requirements outlined by the Victorian Institute of Teaching (VIT). VIT recognition enables graduates to register as a teacher Australia-wide.

Course rules

To qualify for the Bachelor of Education (Primary), students are required to complete 400 credit points comprising 32 units of study (12.5 credit points each). The 400 credit points must comprise: 

• twenty eight [28] core units
  
• four [4] units of professional experience units

In addition, students are responsible for arranging and successfully completing the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) normally within three attempts through the Australian Council for Education Research prior to completing 200 credit points of study.

Academic Progress - special requirements

In addition to the standard academic progress rules, the Bachelor of Education (Primary) has the following additional academic progress rules which are established in accordance with Academic Courses Regulation 62(2): 

1. A student is classified as 'at risk' of unsatisfactory progress if they: 

(a) behave in a manner which breaches the Swinburne Student Charter whilst on a teaching placement 

(b) fail to attempt both component tests of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to completing 100 credit points of studies 

2. A student is classified as having 'unsatisfactory progress' if they: 

(a) fail to successfully complete the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to completing 200 credit points of studies or following three attempts 

(b) fail a Teaching Placement unit 

(c) have their teaching placement terminated early by a school. In the case of early termination of a teaching placement by a school, the student will be deemed as having 'unsatisfactory progress' and a progress review processes will commence within two weeks of the cessation of the placement. 

Students who are identified as having unsatisfactory progress will be subject to the show cause provisions in the Progress Review section of the Academic Progress Policy.

Maximum Academic Credit

The maximum level of credit that can be granted for the Bachelor of Education (Primary) is 150 credit points (normally 12 units).

Accreditation placements

Accredited placements are structured opportunities that allow students to gain practical experience in their chosen fields. These placements are part of academic programs and are recognised by educational institutions, enhancing the credibility of the experience. They provide a valuable bridge between theoretical knowledge and real-world application, allowing participants to develop essential skills, network with industry professionals, and enhance their employability. 

Students undertaking the Bachelor of Education (Primary) accreditation placement are subject to fees requirements and must obtain the following:

• uniform
• police check^*
• working with children check (WWCC)
• COVID-19 vaccination^#
• other requirements^*

Note:
# Check immunisation requirements of the placement organisation
* This document may be required by the placement organisation

Further information for students

Swinburne supports students to make informed choices when applying for and enrolling in courses. In education, there are functional and behavioural abilities required to undertake tasks, learning activities or assessments. These functions are described below to assist prospective students when assessing whether they can successfully undertake an Initial Teacher Education Course.

Reasonable adjustments

Swinburne upholds inclusive academic practices, ensuring that students with disabilities and other conditions can undertake courses and participate in study. Reasonable adjustments can be implemented to support students through viable arrangements to enable students with a disability or a chronic health condition to undertake the studies without undermining core course requirements.

Students considering whether they may be eligible for reasonable adjustments should contact Swinburne’s AccessAbility Services and will need to complete an AccessAbility Registration Form.

B. Applicants with higher education study

Educational history 

An applicant's entire academic history, including results from previous higher education study will be considered for entry into this course. If previous higher education qualifications are incomplete, results must have been obtained in the last seven years. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

STAT/Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: General bridging program.

C. Applicants with vocational education and training (VET) study

Educational history 

An applicant's entire academic history from the past seven years, including complete and/or incomplete post-secondary VET studies, will be considered for entry into this course. Only graded results will be considered. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

STAT/Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: General bridging program.

D. Applicants with work and life experience

Entire academic record 

This course uses an applicant's entire academic record as part of its selection considerations, including an applicant's ATAR results from the last seven years can be considered for entry into this course. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

STAT/Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: General bridging program.